Document Type
Article
Publication Date
10-13-2026
Abstract
As generative AI (GenAI) tools become accessible, their integration into K–12 writing presents opportunities and challenges. This study partnered with 21 primary school teachers in a participatory co-design process to develop StoryBot, a teacher-configurable GenAI story-authoring platform. Teachers identified instructional needs and learning outcomes that informed system features, including genre-specific writing scaffolds, configurable prompts, and constraints on full-text generation to preserve student voice. The platform positions educators as co-designers of AI behavior rather than passive users. We conducted a pilot writing workshop with 13 youth (ages 8–12) and a focus group with six educators to examine how the platform influenced students’ writing behaviors and classroom integration. Findings demonstrate the value of teacher co-design and configurable AI systems in aligning GenAI tools with pedagogical priorities and practices. We present design implications for teacher-configurable GenAI writing systems that support student agency, ethical safeguards, and instructional alignment in human–AI coauthoring environments.
Recommended Citation
Ariel Han, Shenshen Han, Zhenyao Cai, Joey Huang, Franceli Cibrian & Kylie Peppler (13 Oct 2026): Design Implications for Teacher-Configurable Generative AI Writing Tools: A Participatory Design Study with StoryBot, International Journal of Human–Computer Interaction. https://doi.org/10.1080/10447318.2026.2739766
Copyright
The authors
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Artificial Intelligence and Robotics Commons, Elementary Education Commons, Science and Mathematics Education Commons
Comments
This article was originally published in International Journal of Human–Computer Interaction in 2026. https://doi.org/10.1080/10447318.2026.2739766